Student nurses’ utilisation of self-directed simulation learning at a University in Gauteng

Abstract

Background: Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses. Objectives: This study aimed to explore and describe the experiences of student nurses’ utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. Method: A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses’ experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch’s method of data analysis was used to analyse, organise and interpret data. Results: Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. Conclusion: Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses. Contribution: Evidence-based recommendations to enhance the utilisation of SSL at a University.

Keywords

• clinical simulation laboratory
• self-directed simulation learning
• student nurses
• time constraints
• university.